Interpersonal com. midterm rev.
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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show | mass media
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show | : public speaking
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3-10 people communication: | show 🗑
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Dyad (2 people): | show 🗑
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show | : INTRApersonal communication
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show | sender encodes and channels and message to the receiver who decodes
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Encoding: | show 🗑
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show | the process in which a receiver attaches meaning to a message - receivers create their own meaning to the message
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Channel: | show 🗑
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show | ANYTHING that interferes the communication process - physical/external, psychological, physiological, and semantic
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Fidelity: | show 🗑
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Noise and fidelity have an inverse relationship: | show 🗑
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show | venn diagram of the sender and receivers environment and life experiences
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Transactional model | show 🗑
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show | : communication about communication
Ex: Talking about how well you listen to one another.
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show | understanding your own and others persons perspective
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Communication principles: | show 🗑
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interpersonal communication principles | show 🗑
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show | The active process of creating meaning by selecting, organizing,
and interpreting people, objects, events, situations, and activities
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Perceptions: | show 🗑
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Attending: | show 🗑
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attending examples | show 🗑
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Selective perception: | show 🗑
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Organizing: | show 🗑
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show | The ability to recreate another person’s perspective, to experience the world from the other’s point of view.
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Perspective taking. | show 🗑
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show | Gain a sense of their fear, joy, sadness,
etc.
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Concern for the welfare of the other. | show 🗑
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show | classify people (e.g., young/old; tall/short; big/small).
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Role constructs are | show 🗑
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show | the social behaviors displayed in the interaction (e.g., aggressive, friendly, dismissive, indifferent).
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show | the dispositions, emotions, and internal states of mind of the communicators (e.g., depressed, confident, happy, insecure).
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show | you are attaching meaning to understand the data.
Interpretation can be dependent on: personal experience, degree of involvement, expectations, assumptions, and relational satisfaction
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Perception check: | show 🗑
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Teaching Emotional Intelligence to Children | show 🗑
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RULER meaning | show 🗑
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show | to protect others, self-protection, professional roles, cultursl and social expectations,
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steps to communicate emotions effectiveley | show 🗑
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show | Choose words carefully.
• Share mixed or multiple feelings if appropriate.
Be sensitive when others share emotions.
Ask: “Do you want to talk about it, or do you want to be distracted from it?”
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show | Hearing is the same thing as listening.
- listening is passive.
- We all hear the same thing
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Elements of the listening process: | show 🗑
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show | the goal is to enjoy what you’re listening to
ex: listening to a favorite song
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show | the goal is to understand
ex: listening to a lecture or directions
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show | the goal is to evaluate
ex: a jury
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show | the goal is to be supportive ex: listening to a friend who is going through a rough time
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Prompting: | show 🗑
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Questioning: | show 🗑
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show | restating in your own words what you believe the speaker just said
Aids in understanding
Ex: “What I hear you saying is that…”
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show | expressions of care and concern
Empathizing, “yeah, that was tough for me, too”
Agreement, “you’re right. He is being unfair.”
Offers to help - be specific on what you can do
Praise: “great job”
Reassurance: “The worse seems to be over”
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show | Deny the other person their right to their feelings ex: “you shouldn’t be upset about that”
Minimize the significance of the situation
ex: it’s really not a big deal,” “it wasn’t that bad,” “you're overreacting,” “Who cares what she said?”
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show | offers an interpretation of a speaker’s message.
Ex “the problem started when...
Offer your interpretation as tentative rather than as a fact
Make sure it can be correct
Be sure the other person wants analysis
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show | offering a solution
Did they ask for advice
Be sure the advice is accurate
Ask yourself if they are willing to accept it
Be confident they won’t blame you if the advice fails
Deliver your advice supportively, without judgment
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show | The person should have requested it
Your intent should be genuinely constructive and not designed as a put down.
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Psudolisteners: | show 🗑
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show | respond only to parts of a speaker’s message that interest them, rejecting everything else
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Defensive listeners | show 🗑
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Ambushers: | show 🗑
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show | look only at the content and ignore nonverbal messages
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show | Only interested in expressing their own ideas. Stage hogs.
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show | fail to hear or acknowledge information they don’t want to deal with or that’s unpleasant
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Reasons for Faulty Listening: | show 🗑
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show | loud noises, crowds
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show | emotions, mental distractions
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show | hunger, fatigue,
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Reacting to emotionally loaded language: | show 🗑
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reason for faulty listening cont. | show 🗑
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Nonverbal communication principles: It's often hard to interpret accurately | show 🗑
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show | body position and body motions
Facial expressions
Eyes
Gesture
How you walk, stand, and sit
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Haptics | show 🗑
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haptics Positive affect | show 🗑
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show | - greetings and departures
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haptics Task-relatedness | show 🗑
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show | personal objects we wear or decorate our space with - that communicates a message
dress/uniform
Jewelry
Cultural or religious items
Artwork
Tattoos
Backpacks/purses/bags
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Environmental Factors: | show 🗑
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Proxemics: | show 🗑
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Territoriality: | show 🗑
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Primary: | show 🗑
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Secondary: | show 🗑
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show | open to all
Park or a beach
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Territorial markers: | show 🗑
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show | used to reserve territory and to let others know you are claiming this territory
Sweater over share, folder on a desk
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Boundary marker: | show 🗑
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show | identify your possessions
Trademarks, monograms - nike, adidas
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Chronemics: | show 🗑
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show | • Time is tangible: can be spent well, wasted, saved
• Punctuality is important
• Schedules are a priority
• Order is important
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Polychronic | show 🗑
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Paralanguage: | show 🗑
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Silence: | show 🗑
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Language and culture reflect each other: | show 🗑
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show | Oral only and not passed down (never been written down)
Desire to use dominant language, often for economic reasons
Takeovers, imperialism - suppress or forbid native language to weaken “subordinate” culture
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language preservation strategies | show 🗑
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show | recording elders (to get the pronunciation), creating written records
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Education: | show 🗑
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Laws to exclude outside languages: | show 🗑
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Low-Context vs High Context: | show 🗑
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Low-context: | show 🗑
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low context people | show 🗑
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show | Indirect. People in this culture are indirect
Goal is to keep harmony
May not get a direct “no”
May be misunderstood
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show | May find low context communicators brash, rude, and “in your face”
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Elaborate: | show 🗑
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Exact: | show 🗑
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show | as few as necessary. May appear to others to be standoffish or rude.
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show | how formal is the use of language?
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Personal: | show 🗑
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Contextual: | show 🗑
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Instrumental vs Affective: | show 🗑
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Instrumental: | show 🗑
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Affective | show 🗑
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show | verbal sayings that teach life lessons - what they value and find important
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show | (lost in translation) “our boss is a real genius” people can take things literally
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idioms : | show 🗑
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show | (lost in translation) otehr cultures may not find the same things funny, different sence of humor
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Vocabulary: | show 🗑
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The Meaning of language are subjective | show 🗑
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show | we use these rules when we encode and decode verbal messages
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show | the study of words and their meanings
Semantic problems arise out of the different uses of the same words or phrases.
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Equivocal words: | show 🗑
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Relative words: | show 🗑
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show | “We’re looking for strong candidates.”
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show | technical terms the receiver may not understand.
Ex: any terms that are used by just one group (lawyers, medical professionals, educators)
military vocabulary vs civilian vocabulary
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Syntactic Rules: | show 🗑
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show | meaning comes from the context in which the message was delivered.
To whom are you speaking? Where are you? What’s the mood? What’s happening?
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affiliation : | show 🗑
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show | diction
Rate of talking
#/placement of pauses
Level of politeness
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show | The process of adapting one’s speech style to match that of others. Can occur
face-to-face and online.
Ex: Anyone who is trying to fit in.
New employee
Transfer student
Undercover police officer
Spy
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Linguistic Divergence: | show 🗑
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